Why Teachers Address Unplanned Controversial Issues in the Classroom

Autor/inn/en	Cassar, Charlot; Oosterheert, Ida; Meijer, Paulien C.
Titel	Why Teachers Address Unplanned Controversial Issues in the Classroom
Quelle	In: Theory and Research in Social Education, 51 (2023) 2, S.233-263 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cassar, Charlot) ORCID (Oosterheert, Ida) ORCID (Meijer, Paulien C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2022.2163948
Schlagwörter	Teaching Methods; Teacher Attitudes; Controversial Issues (Course Content); Decision Making; Context Effect; Teaching Experience; Futures (of Society); Professional Autonomy; Emotional Response; Task Analysis; Moral Values; Justice; Equal Education; Political Attitudes; Elementary School Teachers; Secondary School Teachers; Teacher Characteristics; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Controversial issues; Kontroverse; Decision-making; Entscheidungsfindung; Future; Society; Zukunft; Berufsfreiheit; Emotionales Verhalten; Aufgabenanalyse; Moral value; Ethischer Wert; Gerechtigkeit; Political attitude; Politische Einstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Europa
Abstract	This study examines teachers' justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe, we found that the justifications need to be understood within a temporal framework characterized by the immediacy of the situation, encompassing the teachers' past experiences and a desired future, unfolding in a specific context in which emotions play a significant role. The justifications are, at the same time, intricately embedded in teachers' personal and professional beliefs and their task perception. Participants' justifications were also guided by their moral convictions so that their actions may be understood as morally motivated responses to what they perceive to be unjust. The results suggest that the extent to which teachers' personal and professional beliefs are aligned and anchored to a justice and equity framework, and what teachers understand by justice and equity, has implications in the classroom. The study proposes a model that can support teachers to reflect on their pedagogical decision-making when addressing unplanned controversial issues in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01